COURSE CODE BCO122 ORAL COMMUNICATION SKILLS FINAL WRITTEN ASSESSMENT BRIEF Professor:Anne Dwyer
Task This Individual written Assignment is worth 40% of your marks for the course.
You are an intern/trainee executive for (name an organization of your choice). In the interview, the hiring manager was particularly impressed at
your presentation skills. Clearly you learned this somewhere. Your line manager has now asked you to put together a dossier containing key
take-homes from FOUR of the ‘topics’ mentioned. The line manager is particularly interested in the application to and relevance for improved
online conferencing. You have 48 hours to deliver a dossier of around 800-1000 words.
1. Structure: “Research shows that people retain structured information up to 40% more reliably and accurately than information that is presented in a
more freeform manner” Abrahams (2015). What structures can we use to order our thoughts, when and why.
2. Efficient Meetings: What makes an online meeting effective? How can meetings be made more collaborative?
3. Nonverbal Communication: ’When the nonverbal communication contradicts the verbal, we believe the nonverbal’ What are the potential issues that
can come about with online presentations? What nonverbal communication advice is key when presenting online?
4. Effective Visuals and Rhetorical Devices: What makes a visual effective in an online meeting? How can the use of rhetorical devices be used to
strengthen an online presentation?
5. Listening: ‘If they don’t listen, they don’t learn’. Discuss the role of listening in oral communication skills. What advice would you give for online
6. Audience “Know Your Audience …. Give Them a Reason to Care” Abrahams (2015) In a ‘best case scenario, what information would you want to know
about your audience and why?
The learning outcomes covered in this assessment are:
1) Understand the difference between oral and non-oral communication;
2) Demonstrate the ability to research, prepare and deliver individual oral presentations;
3) Apply acquired skills of effective oral communication in different settings.
Word count: Your dossier will be 800-1000 words. The Cover Page, Table of Contents and Reference List/Bibliography are not included in the word count.
• Font: Arial 11 pts.
• Text alignment: Justified.
• All in-text References and the Bibliography need to be in the Harvard citation style.
• Format: PDF file
Deadline and submission:
Release date: Tuesday, 4th of May 2021, 22:00 CEST
Marginal Fail 60-69
Knowledge & understanding
Student demonstrates superior understanding of the main concepts and principles pertaining to the theory delivered in class and awareness of current areas of debate. The student has gone beyond the class content and provided clear referencing.
Student demonstrates good understanding of the theory delivered in class, applying some relevant knowledge to the question (some minor details might be missing).
Student demonstrates some understanding of the theory delivered in class, applying some knowledge to the question (key details might be missing and there may be some irrelevance)
Student demonstrates little understanding of the theory delivered in class, applying very little key knowledge to the question. Key details are missing and irrelevance is present.
Student demonstrates an insufficient understanding of the theory delivered in class. Key knowledge is not applied to the in question and information is of little or no relevance.
Student selects appropriate support from data or real-life experience to support their argument, and has incorporated these data into the dossier in a coherent way.
Student selects mostly appropriate support from data or real-life experience to support their argument and has made a good attempt at incorporating these data into the dossier.
Student makes an acceptable effort to select appropriate support from data or real-life experience to support their argument.
Student makes little effort to select appropriate support from data or real-life experience to support their argument.
Appropriate support from data or real-life experience to support arguments is insufficient or absent.
Student relates concepts and principles to underlying theoretical frameworks and approaches well. Some attempt may be made to engage critically with these frameworks.
Student sufficiently relates concepts and principles to underlying theoretical frameworks and approaches.
Student makes some effort to relate concepts and principles to underlying theoretical frameworks and approaches. Some connections and relationships may be weak.
Student makes little effort to relate concepts and principles to underlying theoretical frameworks and approaches. Some connections may be weak or inappropriate.
Student does not relate concepts and principles to underlying theoretical frameworks and approaches.
Student communicates ideas very clearly, making excellent use of visuals to support the message. The document is very well organized and easy to read.
Student communicates ideas clearly, making good use of visuals to support their message. The document is well organized and easy to read.
Student communicates ideas with some clarity and concision. Visuals are used to support their message successfully at times. The document is organized and mostly easy to read.
Student communicates ideas with limited clarity. Visuals support the message with limited success. The document is not very well organized and easy to read.
Student fails to communicate ideas clearly. Visuals are poor and do not support the message. The document is not organized and/or easy to read.